INTRODUCTION
This context report is an examination of the Newport school district in Newport, Rhode Island, and more specifically, Coggeshall Elementary School. It provides general information about the school, its associated district, and the surrounding community. The report also gives specific data taken from published statistical reports. The information for the individual school district is compared with averages or aggregate data for all schools in the state. In addition to giving a description, this context statement also serves as an evaluation of the school system’s effectiveness and efficiency and could supply a reader, such as a new teacher or student teacher trying to choose a school, with findings regarding the school’s overall performance.
COMMUNITYBACKGROUND The English settlers founded the city of Newport in 1639. Since that time, Newport has bustled with diversity. In the 2006 U.S. Census, the community of Newport, Rhode Island had a total population of 82,144 people. Of those, 39,212 are male and 42,932 are female. Newport’s population is 92.5% white, compared to Rhode Island’s average of 88.7%. As for African Americans, they make up 3.5% of the population, and American Indian and Alaskan Native barely add up to 1%. These Newport percentages are reasonably lower than the state Rhode Island’s, besides the white percentage population. On the other hand, the Asian population in Newport is 1.6%, which is less than Rhode Island’s percentage of 2.7%. The Hispanic and Latino population for Newport is also less than average at 3.1%, whereas Rhode Island’s population is at about 11%. Both Newport and Rhode Island have a .1% population of Native Hawaiian and other Pacific Islands. Also, about 5% of the total population is under the age of 5 years old, 21% is under the age of 18, and 16% of the population is 65 years old and over. Almost 80% of the population is 18 years and older. (U.S. Census, 2000).
The education level among adults is relatively high in Newport. In 2000, it was said that 88% of the residing adults in Newport have a High School Degree. This has been compared to Rhode Island’s 78% of their population that have acquired high school degrees. Looking beyond high school, an average of 26% of Rhode Island’s adult population has their bachelor’s degree, and Newport, on the other hand, tops that with 38% of residents having a bachelor’s degree. (U.S. Census, 2000).
The newport area is a moderately affluent town. The median household income for a family residing in Newport is $40,669 while the Rhode Island average is $42,090. This means that the average family living in Newport earns slightly less annually than the average family in Rhode Island as a whole. On the other hand, the percentage of children that are living in families that are below the poverty threshold is 24%, which is very high compared to Rhode Island’s 16.5%. Also, of these children, 44% are living in single-parent homes as opposed to 30% of the state of Rhode Island’s children living in single-parent homes. This means that only 56% of Newport’s children are living in a two-parent home while Rhode Island's average is at 70%. (RI Kids Count, 2008)
The crime level for Newport is much higher than the U.S. average. Crime is rated on a scale of one to ten. One is good or safe and ten is bad or dangerous. Newport’s violent and property crime level is a six. The United States’ average is a three. These numbers have been based on data provided by the FBI. The violent crimes are defined as murder and manslaughter, forcible rape, robbery and aggravated assault. The property crimes are defined as burglary, larceny, theft, motor vehicle theft and arson. All of the property crimes do not contain any force nor do they pose a threat to their victims. In short, Newport has a significantly high crime rate. (Sperling's Best Places, n.d.)
DISTRICTSUMMARY In the Newport school district, there are a total of 2,210 students and the school system spends an average of $15,742 for each of them throughout the course of the year. (National Center on Public Education and Social Policy, 2007a). The system distributes those funds in various departments with instruction receiving the majority of the funds. Other departments receiving funds include operations, leadership, instructional support, and other commitments. These funds are seeing success in the attendance numbers at the elementary and middle school levels. With a 90% attendance rate being the state target, Newport elementary schools report a 94.4% attendance rate and the middle schools report almost a 92% attendance rate. (NCPESP, 2007c)
The schools in Newport are very adequately staffed. There are eight schools in the Newport school district and they have 266 classroom teachers. This creates a student-teacher ratio of about 8:1, which provides a lot of one-on-one attention for all the students. The district is in need of many qualified teachers; however, 35% of the teachers have a lack of training, which can become a major problem. The amount of teachers that have been in the field of education for more than 25 years is 13% and teachers that have been in the field of education for less than one year is 1%. (NCPESP, 2007d).
Looking into the high schools, they report a 76% graduation rate, which is right around the state average. However, that leaves almost 25% of students that will not graduate. There are several factors that contribute to a student’s decision to leave school. Repeating a grade, failing one or more subjects in 9th grade, ongoing patterns of absenteeism, tardiness, suspensions, poor grades, poor achievements on tests and disengagement from school are linked to a student’s likelihood of dropping out. Minority students are substantially more likely to drop out of school. Lower graduation rates in minority communities are mainly driven by higher poverty rates of educational attainment among adults. Nationally, low-income students are six times more likely to drop out than high-income students. The core cities have an overall graduation rate of 74% compared with 90% in the remainder of the state. The 2006 Rhode Island graduation rate was 80% for males, but female dropouts are significantly more likely to live in poverty than male dropouts from the same racial and ethnic group. Students with disabilities and English language learners are at a greater risk for dropping out. (RI Kids Count, 2007b) Speaking of ELL students, there are 58 children in the Newport school district that are ELL, which is a little over 2% of all students. (RI Kids Count, 2007a)
Newport, Rhode Island, has a free/reduced food plan that uses food stamps. In 2007, 56% of children were eligible for the food stamp program in Newport while 74% of students were eligible in Rhode Island overall. The percentage of students in the school breakfast program has also gone up and down over the last five years. In 2007, 24% of Newport’s children were in this program and 29% of Rhode Island’s children were eligible to participate in this program. (RI Kids Count, 2008).
After viewing several graphs for elementary, middle, and high schools assessment results for the Newport district, there was a noticeable underperformance throughout the school district, with the percentages of students earning either proficient with distinction or proficient hovering right around, or less than, 50%. It appears that the Newport districts schools, compared with other Rhode Island elementary schools have a lower proficient percent of students in mathematics, reading, and writing. The state’s elementary school’s percentage for math is at 57% whereas, Newport is only making 40%, and for reading and writing, the districts percent is below the state’s average by 10% and 14%. (NCPESP, 2007d). SCHOOL ANALYSIS Coggeshall Elementary School is located in the district of Newport, RI. It is one out of five public schools in the district. According to the Education Index there are 203 students currently attending Coggeshall and 11 teachers in grades K-5, which means for every one teacher, there are approximately 18 students. In comparison, the state average student to teacher ratio is 17:1, and the district is 14:1 (Education Index, 2007). A little more than half (58%) white, English speaking students make-up the student body, 25% come from an African American background, 13% are Hispanic, and the other 4% is made up of half Native American and half Asian. The percent of students eligible for free or reduced price lunch program is 52%, in comparison with that of the states average of 35% (NCPESP, 2007f).
According to Information Works, Coggeshall was making insufficient progress in the 2005-06 years. The average Mathematic index score for the state is 81, while the school’s score is 75 and the average English Language Arts index score is 76, while the state’s is 85. In earlier years, the performance progress average of the school was always higher than that of the state, which shows that the progress has gone down. For example, during 2005-06 school year, the progress dropped in both mathematics and English Language Arts. During the state testing, the state target of 68.1, in mathematics, was barely passed by all students with a total score of 75.2. English Language art did not reach the state target of 80.1 at all, with an overall score of 75.9. About 67% of the third-grade students did not reach proficiency for math and 53% didn’t for reading. For the fourth-grade students 55% of them did not reach proficiency in math, however, 55% did reach it in reading. Fifth-grade students did the lowest overall in writing, but the best in reading. They did poorly in math as well. In writing, 70% did not reach proficiency, whereas 67% did for reading and 67% failed to in math. (NCPESP, 2007e). On the other hand, as of last year due to the No Child Left Behind act (NCLB), it appears that Coggeshall has been moderately improving. The state target was met in mathematics with a score of 82.2 and English Language Arts with a score of 82.8, compared to the states mathematics score of 86.1 and and ELA score of 83. It was said that 100% of the students met the state standard that year. (NCPESP, 2007i).
One of the most important aspects of a child’s education is having a good teacher. At Coggeshall, highly qualified teachers teach 100% of classes, whereas the percentage of teachers not qualified in the state is 25%. The teacher participation rates are nearly 20% higher at Coggeshall compared to other Rhode Island elementary schools. This leads to more participation from the students as well as a better understanding of the material being taught. (NCPESP, 2007g).
Parental involvement is another important factor of student achievement. Over 50% of the parents say that they are contacted when their child does something well or improves and about 70% percent say they are contacted when their child is having a problem. Parent participation rates for the 2006-07 school year at Coggeshall is about 15% higher than other elementary schools in R.I and has been for about the past 3 years. Overall the parents of the students report that the school associates well with them and the community supports the school. (NCPESP, 2007h).
CONCLUSION
All communities have many strengths and weaknesses. The community, the district, and the school affect how students perform in an area. Most of the district of Newport is not a poverty stricken area, which immediately provides a better learning environment for students at Coggeshall. However, the performance of the students during the 2005-06 school year had decreased but it seems the school is trying very hard to get parents and the community more involved with the school. According to the official school website of Coggeshall Elementary they hope to have parents become more involved with their child’s education by asking their child daily about what they’ve learned in school, by coming to all parent-teacher conferences, and by participating in at least one school centered event - PTO meeting, Literacy night, Harvest Dance, or other similar events. By notifying the community of the school's vision of what they should be doing to help better the student’s education, it could strengthen the school tremendously. (Education Index, 2007).
In terms of student learning, expectations at this school should be set higher than they have in the past. Teachers, students, and parents should all meet their own expectations. These expectations, in terms of student learning at Coggeshall, are that of any other in the district of Newport, in that a student should do the best they can with what they have. Every school has goals that are to be met, and standards set by the state, which in most cases Coggeshall has met. However, there is always room for improvement. Students are expected to do the best they can, parents are expected to support their child and do what they can to better their education, and teachers are supposed to provide the skills and standards kids need to achieve.
The responsibility of student learning is not directed towards just one person or group. To provide a good education for the students at Coggeshall the teachers, parents and students need to work together. Each group has their own role and expectations that they need to live up to. Teachers should provide a safe and nurturing environment, read and write with students daily, encourage them to ask questions, regularly communicate with parents, challenge all students, treat all fairly, model respect, responsibility and safe behavior, and provide examples for standards to improve students understanding. For a student to improve learning he/she should study and attempt homework, read daily, listen and pay attention, ask questions, learn from mistakes, challenge one self, work hard and give best effort, share and treat others with respect, and always keep a positive attitude. Finally, as a parent, mothers/fathers should help their child establish a daily homework routine and provide an appropriate place to work, check work daily, make sure child attends school regularly, on time, and prepared, ensure that child is properly taken care of, encourage their child to read daily and try their best, communicate with school and teachers on a regular basis, be a good model, help develop a positive attitude toward school, and always call the school when the child is going to be absent.
Every school has roadblocks and problems within it. Overall, Coggeshall has not been doing as well as past school years, which could be seen as a roadblock in future years because the standards aren’t set as high. For diverse learners to be successful, teachers need to be able to relate to them and understand their methods of learning. Improvement may be driven by faculty, seeing that they are performing below the standard might help them to realize that to need to improve. It will also help them to see which areas they need to improve on.
To measure success in the future the administration at Coggeshall really needs to find a way to better the students' education. The community, the teachers, and the administration are responsible for student learning in the school. They are the ones who help the students of Coggeshall and provide them the proper insight to guide them in the future with whatever they decide to do. Identifying the potential roadblocks for the school could potentially improve the school. Coggeshall needs to concentrate most on the areas in which they didn’t do well on during the 2005-06 school year. By being able to see the areas that need to be improved on, Coggeshall can provide standards and better learning in those areas where most students are having trouble. So in the past something that may be considered a roadblock could be considered as just a way to pinpoint the areas to pay more attention to.
Coggeshall Elementary School
INTRODUCTION
This context report is an examination of the Newport school district in Newport, Rhode Island, and more specifically, Coggeshall Elementary School. It provides general information about the school, its associated district, and the surrounding community. The report also gives specific data taken from published statistical reports. The information for the individual school district is compared with averages or aggregate data for all schools in the state. In addition to giving a description, this context statement also serves as an evaluation of the school system’s effectiveness and efficiency and could supply a reader, such as a new teacher or student teacher trying to choose a school, with findings regarding the school’s overall performance.
COMMUNITY BACKGROUND
The English settlers founded the city of Newport in 1639. Since that time, Newport has bustled with diversity. In the 2006 U.S. Census, the community of Newport, Rhode Island had a total population of 82,144 people. Of those, 39,212 are male and 42,932 are female. Newport’s population is 92.5% white, compared to Rhode Island’s average of 88.7%. As for African Americans, they make up 3.5% of the population, and American Indian and Alaskan Native barely add up to 1%. These Newport percentages are reasonably lower than the state Rhode Island’s, besides the white percentage population. On the other hand, the Asian population in Newport is 1.6%, which is less than Rhode Island’s percentage of 2.7%. The Hispanic and Latino population for Newport is also less than average at 3.1%, whereas Rhode Island’s population is at about 11%. Both Newport and Rhode Island have a .1% population of Native Hawaiian and other Pacific Islands. Also, about 5% of the total population is under the age of 5 years old, 21% is under the age of 18, and 16% of the population is 65 years old and over. Almost 80% of the population is 18 years and older. (U.S. Census, 2000).
The education level among adults is relatively high in Newport. In 2000, it was said that 88% of the residing adults in Newport have a High School Degree. This has been compared to Rhode Island’s 78% of their population that have acquired high school degrees. Looking beyond high school, an average of 26% of Rhode Island’s adult population has their bachelor’s degree, and Newport, on the other hand, tops that with 38% of residents having a bachelor’s degree. (U.S. Census, 2000).
The newport area is a moderately affluent town. The median household income for a family residing in Newport is $40,669 while the Rhode Island average is $42,090. This means that the average family living in Newport earns slightly less annually than the average family in Rhode Island as a whole. On the other hand, the percentage of children that are living in families that are below the poverty threshold is 24%, which is very high compared to Rhode Island’s 16.5%. Also, of these children, 44% are living in single-parent homes as opposed to 30% of the state of Rhode Island’s children living in single-parent homes. This means that only 56% of Newport’s children are living in a two-parent home while Rhode Island's average is at 70%. (RI Kids Count, 2008)
The crime level for Newport is much higher than the U.S. average. Crime is rated on a scale of one to ten. One is good or safe and ten is bad or dangerous. Newport’s violent and property crime level is a six. The United States’ average is a three. These numbers have been based on data provided by the FBI. The violent crimes are defined as murder and manslaughter, forcible rape, robbery and aggravated assault. The property crimes are defined as burglary, larceny, theft, motor vehicle theft and arson. All of the property crimes do not contain any force nor do they pose a threat to their victims. In short, Newport has a significantly high crime rate. (Sperling's Best Places, n.d.)
DISTRICT SUMMARY
In the Newport school district, there are a total of 2,210 students and the school system spends an average of $15,742 for each of them throughout the course of the year. (National Center on Public Education and Social Policy, 2007a). The system distributes those funds in various departments with instruction receiving the majority of the funds. Other departments receiving funds include operations, leadership, instructional support, and other commitments. These funds are seeing success in the attendance numbers at the elementary and middle school levels. With a 90% attendance rate being the state target, Newport elementary schools report a 94.4% attendance rate and the middle schools report almost a 92% attendance rate. (NCPESP, 2007c)
The schools in Newport are very adequately staffed. There are eight schools in the Newport school district and they have 266 classroom teachers. This creates a student-teacher ratio of about 8:1, which provides a lot of one-on-one attention for all the students. The district is in need of many qualified teachers; however, 35% of the teachers have a lack of training, which can become a major problem. The amount of teachers that have been in the field of education for more than 25 years is 13% and teachers that have been in the field of education for less than one year is 1%. (NCPESP, 2007d).
Looking into the high schools, they report a 76% graduation rate, which is right around the state average. However, that leaves almost 25% of students that will not graduate. There are several factors that contribute to a student’s decision to leave school. Repeating a grade, failing one or more subjects in 9th grade, ongoing patterns of absenteeism, tardiness, suspensions, poor grades, poor achievements on tests and disengagement from school are linked to a student’s likelihood of dropping out. Minority students are substantially more likely to drop out of school. Lower graduation rates in minority communities are mainly driven by higher poverty rates of educational attainment among adults. Nationally, low-income students are six times more likely to drop out than high-income students. The core cities have an overall graduation rate of 74% compared with 90% in the remainder of the state. The 2006 Rhode Island graduation rate was 80% for males, but female dropouts are significantly more likely to live in poverty than male dropouts from the same racial and ethnic group. Students with disabilities and English language learners are at a greater risk for dropping out. (RI Kids Count, 2007b) Speaking of ELL students, there are 58 children in the Newport school district that are ELL, which is a little over 2% of all students. (RI Kids Count, 2007a)
Newport, Rhode Island, has a free/reduced food plan that uses food stamps. In 2007, 56% of children were eligible for the food stamp program in Newport while 74% of students were eligible in Rhode Island overall. The percentage of students in the school breakfast program has also gone up and down over the last five years. In 2007, 24% of Newport’s children were in this program and 29% of Rhode Island’s children were eligible to participate in this program. (RI Kids Count, 2008).
After viewing several graphs for elementary, middle, and high schools assessment results for the Newport district, there was a noticeable underperformance throughout the school district, with the percentages of students earning either proficient with distinction or proficient hovering right around, or less than, 50%. It appears that the Newport districts schools, compared with other Rhode Island elementary schools have a lower proficient percent of students in mathematics, reading, and writing. The state’s elementary school’s percentage for math is at 57% whereas, Newport is only making 40%, and for reading and writing, the districts percent is below the state’s average by 10% and 14%. (NCPESP, 2007d).
SCHOOL ANALYSIS
Coggeshall Elementary School is located in the district of Newport, RI. It is one out of five public schools in the district. According to the Education Index there are 203 students currently attending Coggeshall and 11 teachers in grades K-5, which means for every one teacher, there are approximately 18 students. In comparison, the state average student to teacher ratio is 17:1, and the district is 14:1 (Education Index, 2007). A little more than half (58%) white, English speaking students make-up the student body, 25% come from an African American background, 13% are Hispanic, and the other 4% is made up of half Native American and half Asian. The percent of students eligible for free or reduced price lunch program is 52%, in comparison with that of the states average of 35% (NCPESP, 2007f).
According to Information Works, Coggeshall was making insufficient progress in the 2005-06 years. The average Mathematic index score for the state is 81, while the school’s score is 75 and the average English Language Arts index score is 76, while the state’s is 85. In earlier years, the performance progress average of the school was always higher than that of the state, which shows that the progress has gone down. For example, during 2005-06 school year, the progress dropped in both mathematics and English Language Arts. During the state testing, the state target of 68.1, in mathematics, was barely passed by all students with a total score of 75.2. English Language art did not reach the state target of 80.1 at all, with an overall score of 75.9. About 67% of the third-grade students did not reach proficiency for math and 53% didn’t for reading. For the fourth-grade students 55% of them did not reach proficiency in math, however, 55% did reach it in reading. Fifth-grade students did the lowest overall in writing, but the best in reading. They did poorly in math as well. In writing, 70% did not reach proficiency, whereas 67% did for reading and 67% failed to in math. (NCPESP, 2007e). On the other hand, as of last year due to the No Child Left Behind act (NCLB), it appears that Coggeshall has been moderately improving. The state target was met in mathematics with a score of 82.2 and English Language Arts with a score of 82.8, compared to the states mathematics score of 86.1 and and ELA score of 83. It was said that 100% of the students met the state standard that year. (NCPESP, 2007i).
One of the most important aspects of a child’s education is having a good teacher. At Coggeshall, highly qualified teachers teach 100% of classes, whereas the percentage of teachers not qualified in the state is 25%. The teacher participation rates are nearly 20% higher at Coggeshall compared to other Rhode Island elementary schools. This leads to more participation from the students as well as a better understanding of the material being taught. (NCPESP, 2007g).
Parental involvement is another important factor of student achievement. Over 50% of the parents say that they are contacted when their child does something well or improves and about 70% percent say they are contacted when their child is having a problem. Parent participation rates for the 2006-07 school year at Coggeshall is about 15% higher than other elementary schools in R.I and has been for about the past 3 years. Overall the parents of the students report that the school associates well with them and the community supports the school. (NCPESP, 2007h).
CONCLUSION
All communities have many strengths and weaknesses. The community, the district, and the school affect how students perform in an area. Most of the district of Newport is not a poverty stricken area, which immediately provides a better learning environment for students at Coggeshall. However, the performance of the students during the 2005-06 school year had decreased but it seems the school is trying very hard to get parents and the community more involved with the school. According to the official school website of Coggeshall Elementary they hope to have parents become more involved with their child’s education by asking their child daily about what they’ve learned in school, by coming to all parent-teacher conferences, and by participating in at least one school centered event - PTO meeting, Literacy night, Harvest Dance, or other similar events. By notifying the community of the school's vision of what they should be doing to help better the student’s education, it could strengthen the school tremendously. (Education Index, 2007).
In terms of student learning, expectations at this school should be set higher than they have in the past. Teachers, students, and parents should all meet their own expectations. These expectations, in terms of student learning at Coggeshall, are that of any other in the district of Newport, in that a student should do the best they can with what they have. Every school has goals that are to be met, and standards set by the state, which in most cases Coggeshall has met. However, there is always room for improvement. Students are expected to do the best they can, parents are expected to support their child and do what they can to better their education, and teachers are supposed to provide the skills and standards kids need to achieve.
The responsibility of student learning is not directed towards just one person or group. To provide a good education for the students at Coggeshall the teachers, parents and students need to work together. Each group has their own role and expectations that they need to live up to. Teachers should provide a safe and nurturing environment, read and write with students daily, encourage them to ask questions, regularly communicate with parents, challenge all students, treat all fairly, model respect, responsibility and safe behavior, and provide examples for standards to improve students understanding. For a student to improve learning he/she should study and attempt homework, read daily, listen and pay attention, ask questions, learn from mistakes, challenge one self, work hard and give best effort, share and treat others with respect, and always keep a positive attitude. Finally, as a parent, mothers/fathers should help their child establish a daily homework routine and provide an appropriate place to work, check work daily, make sure child attends school regularly, on time, and prepared, ensure that child is properly taken care of, encourage their child to read daily and try their best, communicate with school and teachers on a regular basis, be a good model, help develop a positive attitude toward school, and always call the school when the child is going to be absent.
Every school has roadblocks and problems within it. Overall, Coggeshall has not been doing as well as past school years, which could be seen as a roadblock in future years because the standards aren’t set as high. For diverse learners to be successful, teachers need to be able to relate to them and understand their methods of learning. Improvement may be driven by faculty, seeing that they are performing below the standard might help them to realize that to need to improve. It will also help them to see which areas they need to improve on.
To measure success in the future the administration at Coggeshall really needs to find a way to better the students' education. The community, the teachers, and the administration are responsible for student learning in the school. They are the ones who help the students of Coggeshall and provide them the proper insight to guide them in the future with whatever they decide to do. Identifying the potential roadblocks for the school could potentially improve the school. Coggeshall needs to concentrate most on the areas in which they didn’t do well on during the 2005-06 school year. By being able to see the areas that need to be improved on, Coggeshall can provide standards and better learning in those areas where most students are having trouble. So in the past something that may be considered a roadblock could be considered as just a way to pinpoint the areas to pay more attention to.
REFERENCES
Education Index. (2007). Coggeshall Elementary School: General Information. Retrieved October 2, 2008, from
http://www.educationindex.com/usa/rhode-island/newport/coggeshall-elementary-school-56479/
National Center on Public Education and Social Policy. (2007a). Equity and Adequacy of Resources: Per-pupil Expenditures. Information
Works! Retrieved October 2, 2008, from http://www.infoworks.ride.uri.edu/2008/pdf/ds-insite-bar/21d-expb.pdf
National Center on Public Education and Social Policy. (2007b). Learning and Achievement: Assessments. Information
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National Center on Public Education and Social Policy. (2007c). Learning and Achievement: Accountability. Information
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National Center on Public Education and Social Policy. (2007d). Recruiting Teachers: Professional Development. Information
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National Center on Public Education and Social Policy. (2007e). Learning and Achievement: Assessments. Information
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National Center on Public Education and Social Policy. (2007f). Learning and Achievement: Using Information. Information
Works! Retrieved October 2, 2008, from http://infoworks.ride.uri.edu/2008/pdf/usinginfo/21112E-info.pdf
National Center on Public Education and Social Policy. (2007g). Safe and Supportive Environments: Recruiting and Supporting Teachers. Information
Works! Retrieved October 5, 2008 from http://infoworks.ride.uri.edu/2008/pdf/recruit/21112E-recr.pdf
National Center on Public Education and Social Policy. (2007h). Safe and Supportive Environments: Engaging Family and Community. Information
Works! Retrieved October 5, 2008, from http://infoworks.ride.uri.edu/2008/state/teachingpractices-elem.pdf
National Center on Public Education and Social Policy. (2007i). Learning and Achievement: Accountability. Information
Works! Retrieved October 5, 2008, from http://infoworks.ride.uri.edu/2008/pdf/accountability/21112E-acco.pdf
Rhode Island Kids Count. (2007a). English Language Learners. Retrieved October 2,
2008, from http://www.rikidscount.org/matriarch/documents/Indicator51.pdf
Rhode Island Kids Count. (2007b). High School Graduation Rate.
Retrieved October 5, from http://www.rikidscount.org/matriarch/documents/Indicator59.pdf
Rhode Island Kids Count (2008). Indicators of Child Well -Being Web. Retrieved October 6,
2008, from http://rikidscount.org/matriarch/documents/Newport%282%29.pdf
Sperling's Best Places, (n.d.). Newport, Rhode Island crime. Retrieved October 6, 2008,
from http://www.bestplaces.net/city/Newport_RI-CRIME- 54449960050.aspx
U.S. Census, (2000-2006). State and County Quick Facts. Retrieved October 2, 2008,
from http://quickfacts.census.gov/qfd/states/44/44005.html
CR Eval Abby by JF
CR Eval Abby by ES
CR Eval Abby by John M